October 2, 2009
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The document discusses several topics related to culture and history, including oral traditions, griots, and slave narratives. It provides assignments on current events in Africa and culture, and notes that some assignments are past due or late. Students are asked to interview a classmate about where they grew up.
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Idioms - GET
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The document repeats the phrase "This is why I'm hot" several times and contains lyrics stating that the speaker is hot because they are fly, while the listener is not hot because they are not fly. The overall message is that the speaker believes they are attractive or popular because of their confidence or style, in contrast to the listener.
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This document discusses potential filming locations for a media project and identifies hazards and risks associated with each location:
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Download to enjoy the full audio/animation.
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Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
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1 P e b La H e T e Ne S ea R e By La
1
P e b La H e
T e Ne S ea R e
By Langston Hughes (1921)
I e kno n i e :
I e kno n i e ancien a he o ld and olde han he flo of h man blood in h man ein .
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln en do n o Ne O lean , and I e een
its muddy bosom turn all golden in the sunset.
I e kno n i e :
Ancient, dusky rivers.
My soul has grown deep like the rivers.
https://www.poetryfoundation.org/poets/langston-hughes
2
M e S
By Langston Hughes (1922)
Well, on, I ll ell o :
Life fo me ain been no c al ai .
I had ack in i ,
And splinters,
And boards torn up,
And places with no carpet on the floor
Bare.
But all the time
I e been a-climbin on,
And eachin landin ,
And nin co ne ,
And ome ime goin in he da k
Whe e he e ain been no ligh .
So bo , don o n back.
Don o e do n on he e
Ca e o find i kinde ha d.
Don o fall no
Fo I e ill goin , hone ,
I e ill climbin ,
And life fo me ain been no c al ai .
https://www.poetryfoundation.org/poets/langston-hughes
3
I, T
By Langston Hughes (1925)
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I ll be a he able
When company comes.
Nobod ll da e
Say to me,
Ea in he ki chen,
Then.
Besides,
The ll ee ho bea if l I am
And be ashamed
I, too, am America.
https://www.poetryfoundation.org/poets/langston-hughes
4
T e Wea B e
By Langston Hughes (1925)
Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor of an old gas light
He did a lazy sway. . . .
He did a lazy sway. . . .
To he ne o ho e Wea Bl e .
With his ebony hands on each ivory key
He made that poor piano moan with melody.
O Blues!
Swaying to and fro on his rickety stool
He played that sad raggy tune like a musical fool.
Sweet Blues!
Coming f om a black man o l.
O Blues!
In a deep song voice with a melancholy tone
I heard that Negro sing, that old piano moan
Ain go nobod in all hi o ld,
Ain go nobod b ma elf.
I g ine o i ma f o nin
And ma o ble on he helf.
Thump, thump, thump, went his foot on the floor.
He played a few chords then he sang some more
I go he Wea Bl es
And I can be a i fied.
Got the Weary Blues
And can be a i fied
I ain ha no mo
And I i h ha I had died.
And far into the night he crooned that tune.
The stars went out and so did the moon.
The singer stopped playing and went to bed
While the Weary Blues echoed through his head.
He le like a ock o a man ha dead.
https://www.poetryfoundat ...
1 P e b La H e T e Ne S ea R e By La
1
P e b La H e
T e Ne S ea R e
By Langston Hughes (1921)
I e kno n i e :
I e kno n i e ancien a he o ld and olde han he flo of h man blood in h man ein .
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln en do n o Ne O lean , and I e een
its muddy bosom turn all golden in the sunset.
I e kno n i e :
Ancient, dusky rivers.
My soul has grown deep like the rivers.
https://www.poetryfoundation.org/poets/langston-hughes
2
M e S
By Langston Hughes (1922)
Well, on, I ll ell o :
Life fo me ain been no c al ai .
I had ack in i ,
And splinters,
And boards torn up,
And places with no carpet on the floor
Bare.
But all the time
I e been a-climbin on,
And eachin landin ,
And nin co ne ,
And ome ime goin in he da k
Whe e he e ain been no ligh .
So bo , don o n back.
Don o e do n on he e
Ca e o find i kinde ha d.
Don o fall no
Fo I e ill goin , hone ,
I e ill climbin ,
And life fo me ain been no c al ai .
https://www.poetryfoundation.org/poets/langston-hughes
3
I, T
By Langston Hughes (1925)
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I ll be a he able
When company comes.
Nobod ll da e
Say to me,
Ea in he ki chen,
Then.
Besides,
The ll ee ho bea if l I am
And be ashamed
I, too, am America.
https://www.poetryfoundation.org/poets/langston-hughes
4
T e Wea B e
By Langston Hughes (1925)
Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor of an old gas light
He did a lazy sway. . . .
He did a lazy sway. . . .
To he ne o ho e Wea Bl e .
With his ebony hands on each ivory key
He made that poor piano moan with melody.
O Blues!
Swaying to and fro on his rickety stool
He played that sad raggy tune like a musical fool.
Sweet Blues!
Coming f om a black man o l.
O Blues!
In a deep song voice with a melancholy tone
I heard that Negro sing, that old piano moan
Ain go nobod in all hi o ld,
Ain go nobod b ma elf.
I g ine o i ma f o nin
And ma o ble on he helf.
Thump, thump, thump, went his foot on the floor.
He played a few chords then he sang some more
I go he Wea Bl es
And I can be a i fied.
Got the Weary Blues
And can be a i fied
I ain ha no mo
And I i h ha I had died.
And far into the night he crooned that tune.
The stars went out and so did the moon.
The singer stopped playing and went to bed
While the Weary Blues echoed through his head.
He le like a ock o a man ha dead.
https://www.poetryfoundat ...
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This document provides a variety of writing prompts on different topics for reflection and creative writing. Some of the prompts include writing about a physical journey undertaken, being in Hell, something that happened near a body of water, navigating darkness, planting a seed, a tribal or group quest, inheritance, a change in perspective, childhood memories, retelling a story non-chronologically, a favorite place from one's childhood town, an unfulfilled desire, perfect attendance, falling into something, being naked literally or metaphorically, reflection during transit, describing a familiar place, temptation, and facing a near death experience. The prompts cover personal experiences, fiction, reflection on life events and perspectives.
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Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
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1. The document provides transcripts for mini stories at different levels on the Effortless English Club website. It recommends focusing only on listening at level 3 and provides guidance on using the transcripts for levels 1 and 2, including listening without reading first, then reading when parts are not understood, and listening and reading together before focusing only on listening again.
2. The sample mini story transcript is about the speaker arriving in Guatemala on Day of the Dead and visiting the cemetery, finding it lively like a party in contrast to more somber American cemeteries. Families were celebrating and remembering deceased ancestors at the gravesites. The speaker prefers the Guatemalan approach to acknowledging death over the American tendency to deny it.
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The poem explores how people's identities are shaped by the places they come from. The first stanza contrasts life in cities with the smells of pollution and overcrowding, versus the countryside memories of forests and farms that people "carry in their minds." The second stanza vividly describes rural scenes of the speaker's childhood home. The last lines suggest memories of one's origins can blow open like a "frosty wind," shaping identity even as people experience new environments.
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The document contains questions about using songs, rhymes and chants for language learning purposes. It asks about the benefits of using these tools, provides examples of different types like nursery rhymes, choosing rhymes and clapping rhymes. Links are included to YouTube videos demonstrating some popular rhymes like "Twinkle Twinkle Little Star" and "London Bridge is Falling Down." Additional online resources for finding more rhymes and games are also listed.
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1. The document provides instructions for using text transcripts to supplement listening to mini stories at different levels. It encourages focusing on listening without reading transcripts as much as possible.
2. For level 1-2 mini stories, the transcripts can be used after trying to listen without text, or to understand unknown words. Read and listen at the same time a few times before focusing only on listening again.
3. The first mini story transcript is provided as an example. It describes the narrator's experience visiting a cemetery in Guatemala on Day of the Dead, where the atmosphere was festive unlike somber American cemeteries.
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This document provides information on several famous Filipino composers. It discusses composers such as Levi Celerio who wrote over 4,000 songs across many genres. It also mentions Julian Felipe who composed the music for the Philippine national anthem. Other composers summarized are Nicanor Abelardo, Antonio Molina, George Canseco, Francisco Santiago, Freddie Aguilar, Joey Ayala, Apo Hiking Society, Gary Granada, Willy Cruz, and Ryan Cayabyab. It provides details on the types of songs and musical styles each composer contributed to Filipino music.
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The document provides biographies of famous people from various fields including literature, poetry, art, music, and film. It describes Tennessee Williams as America's greatest playwright known for plays like A Streetcar Named Desire. It notes William Wordsworth as the master of Romantic poetry and his most famous poem as I Wandered Lonely as a Cloud. It also briefly summarizes the backgrounds and accomplishments of Pablo Picasso, Auguste Rodin, Luciano Pavarotti, Adele, Jennifer Aniston, Fred Astaire, Antonio Vivaldi, George Lucas, and Claudio Abbado.
1 P e b La H e T e Ne S ea R e By La
1
P e b La H e
T e Ne S ea R e
By Langston Hughes (1921)
I e kno n i e :
I e kno n i e ancien a he o ld and olde han he flo of h man blood in h man ein .
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln en do n o Ne O lean , and I e een
its muddy bosom turn all golden in the sunset.
I e kno n i e :
Ancient, dusky rivers.
My soul has grown deep like the rivers.
https://www.poetryfoundation.org/poets/langston-hughes
2
M e S
By Langston Hughes (1922)
Well, on, I ll ell o :
Life fo me ain been no c al ai .
I had ack in i ,
And splinters,
And boards torn up,
And places with no carpet on the floor
Bare.
But all the time
I e been a-climbin on,
And eachin landin ,
And nin co ne ,
And ome ime goin in he da k
Whe e he e ain been no ligh .
So bo , don o n back.
Don o e do n on he e
Ca e o find i kinde ha d.
Don o fall no
Fo I e ill goin , hone ,
I e ill climbin ,
And life fo me ain been no c al ai .
https://www.poetryfoundation.org/poets/langston-hughes
3
I, T
By Langston Hughes (1925)
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I ll be a he able
When company comes.
Nobod ll da e
Say to me,
Ea in he ki chen,
Then.
Besides,
The ll ee ho bea if l I am
And be ashamed
I, too, am America.
https://www.poetryfoundation.org/poets/langston-hughes
4
T e Wea B e
By Langston Hughes (1925)
Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor of an old gas light
He did a lazy sway. . . .
He did a lazy sway. . . .
To he ne o ho e Wea Bl e .
With his ebony hands on each ivory key
He made that poor piano moan with melody.
O Blues!
Swaying to and fro on his rickety stool
He played that sad raggy tune like a musical fool.
Sweet Blues!
Coming f om a black man o l.
O Blues!
In a deep song voice with a melancholy tone
I heard that Negro sing, that old piano moan
Ain go nobod in all hi o ld,
Ain go nobod b ma elf.
I g ine o i ma f o nin
And ma o ble on he helf.
Thump, thump, thump, went his foot on the floor.
He played a few chords then he sang some more
I go he Wea Bl es
And I can be a i fied.
Got the Weary Blues
And can be a i fied
I ain ha no mo
And I i h ha I had died.
And far into the night he crooned that tune.
The stars went out and so did the moon.
The singer stopped playing and went to bed
While the Weary Blues echoed through his head.
He le like a ock o a man ha dead.
https://www.poetryfoundat ...
1 P e b La H e T e Ne S ea R e By La
1
P e b La H e
T e Ne S ea R e
By Langston Hughes (1921)
I e kno n i e :
I e kno n i e ancien a he o ld and olde han he flo of h man blood in h man ein .
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln en do n o Ne O lean , and I e een
its muddy bosom turn all golden in the sunset.
I e kno n i e :
Ancient, dusky rivers.
My soul has grown deep like the rivers.
https://www.poetryfoundation.org/poets/langston-hughes
2
M e S
By Langston Hughes (1922)
Well, on, I ll ell o :
Life fo me ain been no c al ai .
I had ack in i ,
And splinters,
And boards torn up,
And places with no carpet on the floor
Bare.
But all the time
I e been a-climbin on,
And eachin landin ,
And nin co ne ,
And ome ime goin in he da k
Whe e he e ain been no ligh .
So bo , don o n back.
Don o e do n on he e
Ca e o find i kinde ha d.
Don o fall no
Fo I e ill goin , hone ,
I e ill climbin ,
And life fo me ain been no c al ai .
https://www.poetryfoundation.org/poets/langston-hughes
3
I, T
By Langston Hughes (1925)
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I ll be a he able
When company comes.
Nobod ll da e
Say to me,
Ea in he ki chen,
Then.
Besides,
The ll ee ho bea if l I am
And be ashamed
I, too, am America.
https://www.poetryfoundation.org/poets/langston-hughes
4
T e Wea B e
By Langston Hughes (1925)
Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor of an old gas light
He did a lazy sway. . . .
He did a lazy sway. . . .
To he ne o ho e Wea Bl e .
With his ebony hands on each ivory key
He made that poor piano moan with melody.
O Blues!
Swaying to and fro on his rickety stool
He played that sad raggy tune like a musical fool.
Sweet Blues!
Coming f om a black man o l.
O Blues!
In a deep song voice with a melancholy tone
I heard that Negro sing, that old piano moan
Ain go nobod in all hi o ld,
Ain go nobod b ma elf.
I g ine o i ma f o nin
And ma o ble on he helf.
Thump, thump, thump, went his foot on the floor.
He played a few chords then he sang some more
I go he Wea Bl es
And I can be a i fied.
Got the Weary Blues
And can be a i fied
I ain ha no mo
And I i h ha I had died.
And far into the night he crooned that tune.
The stars went out and so did the moon.
The singer stopped playing and went to bed
While the Weary Blues echoed through his head.
He le like a ock o a man ha dead.
https://www.poetryfoundat ...
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Music teachers will explore how they can effectively support other “core subject” skill development, while remaining focused on teaching MUSIC – and achieving the National Music Standards. Teachers will identify effective tools which can make their music teaching more efficient, increase interaction between themselves and classroom teachers, and become an indispensible part of their faculty by supporting students’ educational goals.
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1) Wess Young, now 94, fled with his family during the 1921 Tulsa race riot when he was 4 years old. The riot destroyed Tulsa's thriving black community of Greenwood, known as the "Negro Wall Street", leaving up to 300 dead and over 8,000 homeless according to an official state report.
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3) As the number of surviving witnesses of the riot dwindles, advocates continue pushing for recognition, but acknowledge momentum may be lost once no living survivors remain to testify
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The document provides an overview of classroom activities and lessons for students reading the novel The Rains. It includes the objective to increase students' skills in making inferences from text, homework assigning students to write questions for the book's author, vocabulary lessons on the words "prevailed" and "disillusionment", class work of reading specific pages and answering comprehension questions, and an exit ticket question about a character named Reverend Catto.
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The document discusses slavery in the United States around the time of the Constitution. It summarizes that while the Constitution allowed slavery, it is seen as a document that establishes freedom. It then examines the impact of the 3/5 compromise and the cotton gin on slavery. The 3/5 compromise gave slaveholding states more representation. The cotton gin dramatically increased cotton production and slavery expanded significantly in the South as a result.
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December 2, 2011
This document contains information from a lesson on the film Roots, including the objectives, homework assignments, vocabulary terms, and discussion questions. The lesson will have students watch a clip from Roots about slave owners removing African culture from slaves, then answer comprehension questions. Students are asked to create a poster to advertise showing Roots after school for extra credit.
December 1, 2011
The document discusses updating a Facebook status upon arriving at school, with possible status updates including general greetings and reminders to stay safe. It also addresses using social media to discuss plantation culture, the privacy of online posts, and how future employers may view postings. Students are asked to watch a video clip and write a 140-character tweet about what they observed.
November 29, 2011
The document discusses how African Americans began claiming citizenship in the new United States. It mentions that both the British and Colonial armies offered freedom to slaves who would fight for them during the Revolutionary War. Students are assigned to read pages 119 to 132 answering questions about how African Americans began pursuing citizenship rights through military service.
Bannecker
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November 28, 2011
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- 1. October 2, 2009October 2, 2009 Is there a song that is “yourIs there a song that is “your song”? A song that tellssong”? A song that tells your story or the story ofyour story or the story of someone you know? Whatsomeone you know? What is it and why does itis it and why does it describe you?describe you?
- 2. Homework:Homework: ►NoneNone ►If you need toIf you need to finish yourfinish your homework thathomework that was due thiswas due this weekweek ►Stay safe andStay safe and stay sane!stay sane!
- 3. Newspaper AssignmentNewspaper Assignment ► And African current eventAnd African current event assignment are past dueassignment are past due ► If you’ve asked for anIf you’ve asked for an extension you’re okextension you’re ok ► If you have not get it to meIf you have not get it to me by Monday or take a zeroby Monday or take a zero ► Even with an extention IEven with an extention I want it by Monday or ti iswant it by Monday or ti is latelate
- 4. CultureCulture ►How people doHow people do thingsthings ►Everyday lifeEveryday life ►Rules of behaviorRules of behavior ►What peopleWhat people valuevalue ►How people tellHow people tell their storiestheir stories
- 5. Oral HistoryOral History ►Stories passedStories passed down by word ofdown by word of mouthmouth ►Any history notAny history not written downwritten down ►Recorded historyRecorded history
- 6. The Slave narrativesThe Slave narratives ► A series of recordingsA series of recordings made in the 1930s ofmade in the 1930s of former slavesformer slaves ► In their own words theyIn their own words they describe slaverydescribe slavery ► We owe much of ourWe owe much of our knowledge of slaveryknowledge of slavery to these recordingsto these recordings
- 7. The Slave Narratives are onlineThe Slave Narratives are online ►http://xroads.virginia.edu/~hyper/wpa/wpahomehttp://xroads.virginia.edu/~hyper/wpa/wpahome ►Or Google “TheOr Google “The Slave Narratives”Slave Narratives” ►Many of theMany of the narratives arenarratives are online and can beonline and can be listened tolistened to
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- 10. NONO ► You may not interviewYou may not interview yourselfyourself ► Refuse and get a zeroRefuse and get a zero ► No questions asked,No questions asked, no work done = zerono work done = zero